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• It is a way of ensuring the work that students are being 
asked to do. 
• An evaluation tool 
• Describes the criteria for performance. 
• Performance – based assessment process 
reflects: content skills 
process skils 
work habits 
learning results
• Creating a common framework and language for 
evaluation 
• Expectations about what will be assessed 
• Providing students information about what they need to 
be for success 
• Giving students information guidande in evaluating and 
improving their work
CATEGORY 4 3 2 1 
Content Shows a full understanding of the topic. Shows a good understanding of the 
topic. 
Shows a good understanding of parts of 
the topic. 
Does not seem to understand the topic 
very well. 
Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the 
time. 
Stays on topic some (89%-75%) of the 
time. 
It was hard to tell what the topic was. 
Vocabulary Uses vocabulary appropriate for the 
audience. Extends audience vocabulary 
by defining words that might be new to 
most of the audience. 
Uses vocabulary appropriate for the 
audience. Includes 1-2 words that might 
be new to most of the audience, but 
does not define them. 
Uses vocabulary appropriate for the 
audience. Does not include any 
vocabulary that might be new to the 
audience. 
Uses several (5 or more) words or 
phrases that are not understood by the 
audience. 
Speaks Clearly Speaks clearly and distinctly all (100- 
95%) the time, and mispronounces no 
words. 
Speaks clearly and distinctly all (100- 
95%) the time, but mispronounces one 
word. 
Speaks clearly and distinctly most ( 94- 
85%) of the time. Mispronounces no 
more than one word. 
Often mumbles or can not be 
understood OR mispronounces more 
than one word. 
Time-Limit Presentation is 5-6 minutes long. Presentation is 4 minutes long. Presentation is 3 minutes long. Presentation is less than 3 minutes OR 
more than 6 minutes.

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Rubric for Performance-Based Assessment

  • 1.
  • 2. • It is a way of ensuring the work that students are being asked to do. • An evaluation tool • Describes the criteria for performance. • Performance – based assessment process reflects: content skills process skils work habits learning results
  • 3. • Creating a common framework and language for evaluation • Expectations about what will be assessed • Providing students information about what they need to be for success • Giving students information guidande in evaluating and improving their work
  • 4. CATEGORY 4 3 2 1 Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was. Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (5 or more) words or phrases that are not understood by the audience. Speaks Clearly Speaks clearly and distinctly all (100- 95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100- 95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94- 85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word. Time-Limit Presentation is 5-6 minutes long. Presentation is 4 minutes long. Presentation is 3 minutes long. Presentation is less than 3 minutes OR more than 6 minutes.